This flyer is an authentic resource to promote a family day in the city of Oaxaca., Mexico. It can be used to pull cognates from or to compare to something similar to that of another culture.

This resource is a short video with captions that utilizes basic vocabulary in greeting and introducing others in Spanish.

Students will read excerpts from Erasmus and Machiavelli then highlight three quotes from each passage that they feel summarizes the main ideas. Students will then choose one author's work make a "tweet" to show their understanding of the content.

Students will read excerpts from Erasmus and Machiavelli.
*Remixed to add more student engagement. Students will highlight three quotes from each passage that they feel summarizes the main ideas. Students will then choose one author's work make a "tweet" to show their understanding of the content.

Students will view a series of images and will match those images to reasons that the Renaissance began in Italy.
*Remixed to include reasons as a matching activity rather than having students come up with the reasons.

Objective: Students will explore counting boxes/squares to identify the numerical value of slope. Students must know the four types of slope prior to this activity. They will review the four types of slope (positive, negative, undefined, and zero slope) prior to visually counting slope.Note: Teacher must find a video showing roller coaster movement and have prepared for this activity.
The Extension activities are a VDOE Virginia Department of Education Slope and y-intercept resource with bingo game, link to teacher-made foldable, and lesson plan as well as a Drexel University mini- lesson plan with an additional roller coaster activity. Students can identify coordinate points and use materials to calculate slope using the slope formula.

This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).

This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).

This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).

Students should analyze the Frontispiece to 'A Discourse concerning a New World and another Planet' by John Wilkins (1640) after learning about notable scientists of the period. In their analysis, students should attempt to identify technological advances and theories portrayed in the frontispiece.

Khan Academy is a free website. Teachers can create classes and assign practice problems to students. This resource has listed 8th grade math VA standards that align to the functions and slope-intercept topics.

This resource is a short video with captions (if chosen) that utilizes basic vocabulary in greeting and introducing others in Spanish.

The teacher can show this video without any sound to begin. Then the teacher can put students in groups of 3. Students then choose 3 names (2 females and 1 male).

The teacher can show the short video again with no sound.

Students then need to voice over the video with vocabulary surrounding brief introductions.

Description
Overview: This lesson unit is intended to help teachers assess how well students are able to: form and solve linear equations involving factorizing and using the distributive law. In particular, this unit aims to help teachers identify and assist students who have difficulties in: using variables to represent quantities in a real-world or mathematical problem and solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Subject: Algebra Level: Lower Primary, Upper Primary, Middle School, High School Grades: Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12 Material Type: Assessment, Lesson Plan Provider: Shell Center for Mathematical Education, U.C. Berkeley Provider Set: Mathematics Assessment Project (MAP), Mathematics Assessment Project (MAP) Date Added: 04/26/2013
License: Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Media Format: Downloadable docs, Text/HTML

Using a self-paced lesson, the students will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States. Remix made to make it easier to understand.

Using a self-paced lesson, the students will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States. Remix made to make it easier to understand.

Student municipal swim scholarship article from Mendoza, Argentina's city website. Students are guided through interpretive reading strategies and then are given comprehension questions.

This resource provides Summative extension activity options for an existing resource entitled: A Raisin in the Sun by Lorrain Hansberry. Teachers work with the original resource first to guide their main unit-instruction: https://goopenva.org/courses/a-raisin-in-the-sun-by-lorraine-hansberry-2/view

Next, they can review the Summative extension options provided in this resource to produce creative sythensis activities designed to extend the depth of knowledge students will gain from this lesson.

The U.S. state of Texas declared its secession from the United States of America on February 1, 1861, and joined the Confederate States on March 2, 1861, after it replaced its governor, Sam Houston, when he refused to take an oath of allegiance to the Confederacy. As with those of other States, the Declaration was not recognized by the United States government at Washington. Some Texan military units fought in the Civil War east of the Mississippi River, but Texas was most useful for supplying soldiers and horses for Confederate forces. Texas’ supply role lasted until mid-1863, after which time Union gunboats controlled the Mississippi River, making large transfers of men, horses or cattle impossible. Some cotton was sold in Mexico, but most of the crop became useless because of the Union naval blockade of Galveston, Houston, and other ports.

This is a series of two activities that should be used to support students in understanding the difference between experimental and theoretical probability